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A case study of the effect of online content difficulty in collaborative learning communities in college education
http://hdl.handle.net/10252/4371
http://hdl.handle.net/10252/437156209f4d-2b6e-4e9c-841a-45b46d479cc4
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
AACE2010.pdf (531.1 kB)
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| Item type | 会議発表論文 / Conference Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2010-12-13 | |||||
| タイトル | ||||||
| タイトル | A case study of the effect of online content difficulty in collaborative learning communities in college education | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_5794 | |||||
| 資源タイプ | conference paper | |||||
| 著者 |
Farouck, Ibrahim
× Farouck, Ibrahim |
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| bibliographic_information |
en : Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education ELEARN 2010 p. 475-483, 発行日 2010 |
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| item_3_relation_8 | ||||||
| 識別子タイプ | ISBN | |||||
| 関連識別子 | 1880094835 | |||||
| 権利表記 | ||||||
| 言語 | en | |||||
| 権利情報 | Copyright 2010 by the Association for the Advancement of Computing in Education (AACE). <http://www.aace.org> Included here by permission. | |||||
| 出版タイプ | ||||||
| 出版タイプ | AM | |||||
| 出版タイプResource | http://purl.org/coar/version/c_ab4af688f83e57aa | |||||
| 日本十進分類法 | ||||||
| 言語 | ja | |||||
| 主題Scheme | NDC | |||||
| 主題 | 830 | |||||
| 日本十進分類法 | ||||||
| 言語 | ja | |||||
| 主題Scheme | NDC | |||||
| 主題 | 370 | |||||
| NIIサブジェクト | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 言語学 | |||||
| NIIサブジェクト | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 教育・教育学 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Web 2.0 has made contents readily available especially for learners in higher education. However the quality of these contents has remained a debate among stakeholders. This paper uses action research and content analysis approaches to investigate how the content difficulties affect the collaborative learning among experienced, average and novice learners in an online community. And to construct content with comfort-level to sustain learners’ participation a content difficulty demystification process was used. An experiment was conducted with four groups each with all learner types. Results show that learning difficulty due to the number of difficulty items in a given content is directly proportional to the average time taken for learning, and is inversely proportional to average knowledge score until a point of diminishing content quality. Both before and beyond this point effective collaborative learning and knowledge construction are not sustainable. | |||||
| 言語 | en | |||||
| item_3_description_20 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | ELEARN 2010 | |||||
| 言語 | en | |||||
| item_3_description_21 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Orlando, Florida | |||||
| 言語 | en | |||||
| item_3_description_22 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | October 18-22, 2010 | |||||
| 言語 | en | |||||
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Cite as
Farouck, Ibrahim, 2010, A case study of the effect of online content difficulty in collaborative learning communities in college education: 475–483 p.
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